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- W2792709839 abstract "Effectiveness of feedback on strengthening lexical representations was investigated in a computerized spelling training by contrasting two different feedback conditions with a no feedback condition. Ninety-one Dutch fifth and sixth graders practiced spelling of 40 multisyllabic words with irregular grapheme-phoneme correspondence in five training sessions within maximally two weeks. In the two feedback conditions, participants were asked to write the word again, after they have received the correct word form. In the first condition visual dictation (N = 29), their next spelling attempt was required from memory, whereas participants in the second condition typing over (N = 30) were asked to copy the word. A control group (N = 31) did only receive information about the correctness of their writing attempt. With repeated measures ANOVA's, higher gains in spelling accuracy over time were observed for participants in both feedback conditions compared to participants in the no feedback condition. Already after one training session, feedback in form of visual dictation led to higher gains in spelling accuracy than feedback in form of typing over. Participants in the typing over condition caught up with the visual dictation condition only at the fourth training session. The repeated spelling training generally improved spelling speed of trained words. Transfer to spelling speed and accuracy of untrained words and transfer to reading speed of words trained and not trained in spelling was observed. Repeated spelling can be a relevant method to improve decoding skills and feedback seems to increase the efficiency of spelling instruction." @default.
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- W2792709839 date "2017-01-01" @default.
- W2792709839 modified "2023-09-23" @default.
- W2792709839 title "Effectiveness of feedback in a repeated spelling training" @default.
- W2792709839 hasPublicationYear "2017" @default.
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